Developing Design and Professional Skills through Project-based Learning focused on the Grand Challenges for Engineering
2 Project-based Learning Associated with the Grand Challenges
2.4 Beverage can processor
The beverage can processor project emphasizes energy conservation and limiting natural resources depletion by promoting recycling. During the introduction to the project, students are informed that recycling aluminum uses about 5 percent of the energy that is required to extract aluminum from natural sources and produces less than 5 percent of the emissions. Furthermore, only about half of all aluminum cans are recycled in the U.S. For successful completion, the project requires the use of all of the engineering skills introduced, and compared to the prior projects entails a significant amount of team coordination. Students, assembled in teams of three or four, design a three component beverage can processor consisting of a can dispenser, a can crusher, and a crushed can transporter/bagger. Each component must fit within given size constraints. The can dispenser must accept five cans in the vertical position, transport each can vertically and horizontally, and dispense each can individually in the horizontal position to the crusher. The crusher must flatten the can to 1.5 inches maximum, and eject the crushed can at a 90º angle from where it was introduced. Finally the transporter must move the crushed can 36 inches with an electrically powered drive mechanism to deliver the cans into a plastic grocery bag. In addition, students must use specific fabrication techniques for both metal and wood components, and must incorporate electrical lighting (LED preferred). (The students are required to be trained in the use of the University’s metal and wood shops.) Examples are shown in Figure 4. Just before in-class testing, the students present a “pitch” reviewing highlights and unique features to “sell” their idea to the instructor. After testing, the students submit a formal, distinctly formatted written report with computer generated schematics. Consequently, all of the professional skills are important to success of this project: use of the entire engineering design process, effective teamwork, oral and written communication, using the computer as an engineering tool, and multi-component fabrication and processes.
Figure 4. Examples of student-designed beverage can processors.
The project is staged over the course of five weeks. The initial stage requires problem definition and various sketches of multiple ideas. Next a scale model (made of cardboard, foam, and other inexpensive supplies) must be demonstrated in class. Next individual components are trial tested. One week before final testing, all of the components are tested and calibrated in tandem. The final week entails the pitch, graded test, and submission of the written report.
Table 3 reveals high student ratings for all skills with one unsurprising exception. Formal oral presentation is not rated highly; while the students are asked to give a brief “pitch” prior to testing, they are not required to give a formal presentation. The purpose here was to “sell” the design quickly by only pointing out its unique features.
Table 3. Students’ ratings of statements after completion of the Beverage Can Processor project
Skill Average Median
Standard deviation
1. Assess and understand the need (define the correct problem) 4.52 5 0.57
2. Conceptualize various options 4.40 5 0.82
3. Design using sound scientific and engineering principles 4.05 4 0.91
4. Build, fabricate, or model 4.60 5 0.59
5. Test/evaluate (before in-class test) 4.16 4 1.01
6. Assess test data 4.09 4 0.90
7. Modify, improve, refine, and optimize design 4.34 4 0.69
7.5. Test and assess revised design 4.21 4 0.97
8. Report results 4.05 4 0.97
Importance of teamwork for this project 4.60 5 0.65
Practiced teamwork 4.05 4 0.91
Importance of written communication skills for this project 3.96 4 0.87
Practiced written communication skills for this project 3.79 4 0.96
Importance of formal oral presentation skills for this project 4.09 4 1.02
Practiced formal oral presentation skills for this project 3.56 4 1.27
Used the computer (not including note-taking or communication such as email) as a tool for the design, testing, and/or, evaluation
4.07 4 1.08
Practiced the design and fabrication of a multi-component project 4.47 5 0.76
3 Conclusion
Three project-based learning assignments relevant to the Grand Challenges for Engineering have been deployed in a first year engineering course. The projects are intended for practice of the design process and select professional skills deemed of high importance in the profession of engineering. Student surveys revealed their use these skills. Assessment of the data indicates that the students are using the skills that are relevant to the project at a high level. In addition, they deem some of the those skills as important to the success of the project. Further studies with direct assessment will be needed to quantify skill level as opposed to skill use.
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